GRADE
Los Angeles Unified School District – Arts Education Branch 5 Elementary Music Instruction Guide
Module 1: Making Music with Singing and Playing Module 2: Learning the Written Language of Music Module 3: Learning About Music in Our Community and World Module 4: Expressing Ideas and Feelings Through Music”
Grade 5 Theme Music is a pathway to human understanding.
Enduring Music notation is a universal language used by people all over the world Understanding to write and perform music created by themselves and others.
Essential Questions • How are musical ideas represented by notation? • How does using music notation help us to grow in our music skills?
California Standards 1.1 Read, write and perform simple melodic notation in treble clef in Addressed major and minor keys.
2.3 Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns independently on classroom instruments.
3.3 Sing and play music from diverse cultures and time periods.
Sample Performance With a partner or small group, decode an unknown simple song chosen by Task your teacher written in standard staff notation. Write solfege above the melody. Practice the rhythm and melody. Sing the song for your class.
Suggested Rubric • Solfege is correctly written above the melodic notation • Song is sung with accurate pitch • Song is sung with accurate rhythm, in tempo • Song is sung in head tone with clear diction.
AIG: Music Grade 5, Module 2 Page 1 of 13 DEVELOPING CONCEPTS
1. RHYTHM: We can read, write, and perform rhythmic notation. Knowledge Skills Understand and read rhythmic notation • Read and decode rhythmic notation and • Notes: (symbols for sound) speak or perform it on classroom o Quarter Note (ta) instruments. o 8th Notes (ti-ti)—double and single • Write rhythmic notation from dictation. o Half Note (ta-a or two--) • Write standard rhythmic notation. o Dotted Half Note (ta-a-a or three--) • Add bar-lines for a rhythm, given the time o Whole Note (ta-a-a-a or four---) signature. th o 16 Note (ti-ki-ti-ki)—and combined • Recognize meters in 2, 3, 4 . with 8ths (ti-ti-ki or ti-ki-ti) • Use conducting patterns in 2, 3, and 4. o Dotted Quarter Note (tum) • Respond to rhythm through dance and o Dotted Quarter/8th (tum-ti) creative movements. o Dotted 8th Note (tim) o Dotted 8th/16th (tim-ki) th o Triplet 8 notes (tripoli) • Rests: (symbols for silence) o Quarter o Eighth o Half o Whole • Parts of Notes o Stem o Note Head o Beam o Flag • Syncopation (syn-co-pa) o eighth/quarter/eighth o eighth rest/quarter/eighth • Rhythm Syllables • Tie (contrast with slur) • Augmentation/Diminution Understand Meter in 2/4, 3/4, 4/4, 6/8 • Strong and weak beats • Accent • Bar Lines • Measures • Time Signature • Conducting Patterns • Pick-up notes/incomplete measures
AIG: Music Grade 5, Module 2 Page 2 of 13 SUGGESTED STEPS Sources: (5th Grade Books, unless otherwise stated) MM=Making Music: 2008 California Edition, STM=Share the Music FOCUS SOURCE SONGS/ACTIVITIES Review or teach note and rest values for MM Steady Beat notes and rests (quarter, eighth, half, dotted Dancin’ in the Street half, whole, sixteenth). Listening: Brandenburg Concerto #2, 3rd Movement (J.S. Bach) 1. Assess what students already know about Ala Da’lona (Arabic Dance and Song) rhythmic notation. Tzena, Tzena (Israeli Dance and Song) • Guide students to understand and apply North Carolina Breakdown (Cakewalk) rhythmic concepts through games, songs, movement, and creative music MM4 Son Macaron (beat passing) activities. How do you do tee? o Dances that have steady beat as a focus. Quarter, eighth, half notes, whole o Moving/passing games to the notes, quarter rest steady beat. A la puerta del cielo o Play instruments to the steady beat. The Ash Gove (Melody) • Echo-clap rhythm patterns. Da Pacem Domine • Sing songs and keep a beat. Then clap O Music the rhythm. God Bless America (whole) • Write the rhythm for a known song on Tzena, Tzena (whole) the board and ask students to identify the rhythm syllables and/or note names. Dotted Half Notes 2. Review or introduce note names, The Ash Grove (Descant) duration values and rhythm syllables Home on the Range • Extract note values from the melody of Oh, Freedom a song and review or teach names of America notes and rhythm syllables Chiapanecas • Write four-beat rhythms on board or use flash cards to review note and rest Sixteenth Notes values for students to clap and say with California rhythm syllables. • Resource Book pp. D-5, E-6 • Use strategies from Grade 3, Module 2: • Reading Sequence 5 Rhythm. Drill, Ye Tarriers • Teach stick and standard notation. • Resource Book p. E-7 • Teach the rests that go with quarter, • Reading Sequence 6 half, whole, and eighth notes • Relate note values to math/fractions. STM Steady Beat o Make a chart on board showing the Listening: On the Trail (Grofé) relationships of basic note values La Raspa (Dance and Song) o Use circle/pie charts o Give students math problems with Quarter, eighth, half notes, whole note values, e.g. notes, quarter rest
AIG: Music Grade 5, Module 2 Page 3 of 13 a. quarter + double eighths = Chan Mali Chan half note, etc. Kalinka b. write notes that add up to X Mi Gallo number of beats Tet Trung Der Fruhling 3. Use rhythm syllables to practice reading N’kosi Sikelel’ I Afrika rhythms notated with stick and/or standard Good King Wenceslas notation and practice writing rhythms with Nine Hundred Miles stick notation. Peace Round • Clap and speak the rhythm with rhythm Theme from New York, New York syllables while teacher points to the (Whole Note) beat. • Make up rhythms on board and play or Dotted Half Notes say them using rhythm syllables. New Year Carol • Use reading/writing materials in Song of Peace resource book. • Use rhythm flashcards. Sixteenth Notes • Students compose and notate their own Going to Boston rhythm patterns. Simple Gifts • Rhythm dictation (use stick notation) Rhythm of Life • Perform rhythms as rounds, in two Ezekiel Saw the Wheel parts, and as ostinatos. By the Singing Water • Listen and identify rhythms heard in music, vocal and instrumental. • Guide students in creative participation activities where students generate original works of art with rhythm such as: o Compose rap rhythms o Compose and orchestrate rhythms with instruments. • Discuss the importance of rhythm to a song. • Explore other ways rhythm could be notated.
Teach students to hear, sing, read and write MM Laredo syncopated rhythms • Resource Book p. E-2 • Clap and say the regular rhythm • Reading Sequence 1 syllables of simple syncopated four- Morning Comes Early beat patterns taken from a known song. • Resource Book pp. D-2, E-3 • Define syncopation: a rhythm that • Reading Sequence 2 upsets the normal pattern of strong and Eliza Kongo weak beats Funwa Alafia • Use the ‘rhythm syllables’ syncopa to Kokoleoko clap and say the syncopated rhythms. Mango Walk
AIG: Music Grade 5, Module 2 Page 4 of 13 • Reinforce with strategies above. MM This Train
STM Dodi Li Fifty Nifty United States Funga Alafia I Got Rhythm If I Had a Hammer Li’l Liza Jane Mango Walk Side by Side This Train Yellow Bird
Review or teach dotted rhythm patterns and MM Dotted quarter/eighth the meaning of the dot. Music Alone Shall Live • Explore the difference between even • Resource Book pp. D-9/10, E- and uneven rhythm patterns. 10 • Use ‘musical math’ as above to teach • Reading Sequence 9 the value of the dot. Don’t You Hear the Lambs? • Use practice strategies above. • Resource Book pp. D-11, E-11 • Reading Sequence 10 Johnny Has Gone for a Soldier America. the Beautiful Bound for South Australia
Dotted eighth/sixteenth Wabash Canon Ball • Resource Book pp. D-16/17, E- 14 • Reading Sequence 13 Battle Cry of Freedom Scotland, the Brave • Resource Book p. E-15 • Reading Sequence 14 Loch Lomond • Resource Book pp. D-18/19 Colorado Trail I Love the Mountains Shady Grove Camptown Races
STM Dotted quarter/eighth America, the Beautiful Erie Canal Joyful, Joyful, We Adore Thee Oh, My Darling, Clementine
AIG: Music Grade 5, Module 2 Page 5 of 13 Sail Away To Music
Dotted eighth/sixteenth Erie Canal Going to Boston Oh, My Darling, Clementine Star Spangled Banner
Teach students to hear, sing, read and write MM Oh, Watch the Stars triplet eighth notes. • Resource Book pp. D 28/29, • Use strategies above E-22 • Use rhythm syllables “Tripoli” • Reading Sequence 21 Arirang
STM Arirang
Teach or review the concept of meter, time MM 2/4 signatures, and measures in 2/4, 3/4, 4/4, 6/8 Goin’ to Boston Wabash Canon Ball 1. Discover that beats are organized (or Drill, Ye Tarriers measured) in groups, according to a pattern of strong and weak beats. 4/4 • Perform dances or use clapping patterns America, the Beautiful that demonstrate the meter of the Kokoleoko music. Mango Walk • Identify strong/weak beats This Train • Use a song without pick-up notes. Johnny Has Gone for a Soldier • Write rhythm on board, mark beat Rocky Top under rhythm, use accent marks under strong beats. 3/4 • Guide students to hear/see the pattern Chiapanecas (Dance and Song) of strong and weak beats and determine De Colores how many beats are in each group. America • Define meter: the organization of beats Music Alone Shall Live (Himmel Und into groups to measure time. Erde)
2. Learn how meter is indicated in the 6/8 printed music Las estrellitas del cielo • Bar lines and measures • Resource Book pp. D-23, E-18 o Demonstrate how bar lines • Reading Sequence 17 make it easy to see the groups Don Alfonso (Dance and Song) of beats. Listening: o Compare measures (measuring • Concierto Madrigal for Two time) with inches on a ruler Guitars and Orchestra “Caccía (measuring distance). a la española”
AIG: Music Grade 5, Module 2 Page 6 of 13 o Count measures in a song. MM Blow the Wind Southerly • Time Signature • Resource Book p. E-19 o Use a modified time signature • Reading Sequence 18 showing the top number with a When Johnny Comes Marching Home quarter note underneath. Pat Works on the Railway o Students locate the time Away to America signature in printed music and compare modified and standard Pick-up notes/Upbeats time signatures. Hosanna, Me Build a House • Explain up-beats/pick-up notes and Clementine incomplete measures Away to America • Explain 6/8 time felt in 6 and felt in 2 The Ash Grove • Explain meters with /2 and/or cut time. Home on the Range Laredo 3. Practice recognizing meter, time Simple Gifts signatures, bar lines and measures. When Johnny Comes Marching Home • Locate time signature and determine meter of new songs in standard 2/2 or Cut Time notation. Down by the Riverside • Copy rhythms from board or take Zum Gali Gali rhythmic dictation and add bar lines, Tzena, Tzena according to a given time signature. Yakety Yak Mark beats and write in the counting under the notes. STM 2/4 • Count measures in a song you sing. Simple Gifts • Conduct in correct meter patterns while Yellow Rose of Texas singing or listening to music. • Count the beats in a rhythm example on 4/4 the board or from a song written in Swing Low, Sweet Chariot standard notation. Good King Wenceslas o Count the beats while clapping America, the Beautiful the rhythm. o Conduct the meter while 3/4 reading the rhythm with rhythm New Year Carol syllables. Oh, My Darling, Clementine Sail Away Silver Bells Star Spangled Banner
6/8 Down the River The Horseman Pat Works On the Railway Wind on the Hill
AIG: Music Grade 5, Module 2 Page 7 of 13 2/2 or Cut Time Chan Mali Chan California, Here I Come
Pick-up notes/Upbeats Simple Gifts Oh, My Darling, Clementine Star Spangled Banner America, the Beautiful Silver Bells
2. MELODY AND SCALES: We can use our knowledge of melody and scale concepts to sing and play music. Knowledge Skills Understand melodic direction • Recognize melodic direction visually and • Moving up and down aurally. • Pitch/Tone • Recognize steps, skips, and repeated tones • Repeated Tones visually and aurally. • Interval • Recognize melodic patterns. o Step • Create simple melodies using the o Skip pentatone. o Octave • Notate pentatonic melodies on the staff. o Half-steps/Whole-steps • Read and decode melodic notation and sing • Pitch Syllables/Solfege with solfege or perform it on classroom o Pentatone Scale instruments. o Diatonic Scale (Major/Minor) • Use hand-signs and pitch syllables with • Sequence pentatonic melodies. • Curwen Hand Signs • Recognize same/different melodies and melodic sequences. Understand melodic notation • Staff o Treble Clef o Line notes o Space notes o Hand Staff o Leger Lines • Solfege Ladder • Letter names of pitches • Tonal Center/Home Tone/Tonic • Key Signature o Sharps o Flats
AIG: Music Grade 5, Module 2 Page 8 of 13 SUGGESTED STEPS Sources: (5th Grade Books, unless otherwise stated) MM=Making Music: 2008 California Edition, STM=Share the Music FOCUS SOURCE SONGS/ACTIVITIES Follow the melodic direction of a song MM La Ciudad de Juaja (Melodic • Follow the shape of the melody with Sequence) icons or a listening map. See resources in Grade 4, Mod 2 • Write rhythm notation in straight line on board, draw lines for melodic STM contour underneath rhythm. Ask students what the lines show and then compare them to staff notation. • Point to and follow the notes of the melody in staff notation. Discuss how the notes show the sounds staying the same or moving up or down. • Students point to places where the notes show the melody going up, where it is going down, and where it stays the same.
Review or teach students to hear, sing, read MM Bound for Australia and write the pitches of the pentatone: do, • Resource Book p. E-4 re, mi, so, la • Reading Sequence 3 (letter names) 1. Learn pentatonic songs and discover the Arirang pitches. • Resource Book p. D-3 • Use a solfege ladder to teach the This Train solfege syllables and hand signs • Resource Book p. D-4, E-5 • Learn a song from rhythm notation • Reading Sequence 4 with solfege letters under the rhythm. California • Echo-sing with solfege syllables and Come and Go With Me to That Land hand signs Colorado Trail • Learn a song from a solfege ladder Oh, Watch the Stars Every Time I Feel the Spirit 2. Review or teach students to sing/play Meng jian nu pentatonic songs by reading from staff notation. Curwen Hand Signs • Introduce the staff. (a graph for pitch) • Resource Book p. D-33 o Teach the “Hand Staff,” • History of Pitch Syllables, TE numbering lines and spaces. p.38 o Show note heads on staff (no stems) and describe line notes STMJ Over My Head and space notes. Good News o Show the notes of the pentatone Funga Alafia witten with Do on a line, and Swing Low, Sweet Chariot then with Do on a space. By the Singing Water (la pentatone) • Sing a known pentatonic melody from
AIG: Music Grade 5, Module 2 Page 9 of 13 standard notation on the treble staff, pointing to the notes. Repeat, singing the solfege syllables. • Sing the song from staff notation with Do on various lines and spaces and have students ‘write’ it on their hand staff as they sing. • Discover steps and skips in pentatonic patterns and how to recognize them on the staff. o Sing and show them on hand staff. o Use a solfege ladder o Read new melodic phrases from o staff notation, using solfege. o Define Interval: the distance between 2 pitches o Show steps and skips on a keyboard or keyboard chart • Introduce Treble Clef (G Clef): indicates that all pitches on the staff are treble (high) sounds
3. Practice reading/writing pentatonic melodies in staff notation and sing or play them. • Write pitches with note markers on staff mats (see strategies in Grade 4, Mod 2). • Sight-sing melodies from flash cards (rhythm + letters or staff notation). • Write a rhythm on board with solfege letters underneath for students to sing. • Sing melodies from a solfege ladder. • Sing melodies from hand signs. • Sing melodies from hand staff. • Use tone bells on a ladder. • Play on instruments. • Sight-sing a new pentatonic song from staff notation. • Point out the pentatonic patterns in other songs. • Use reading/writing materials in resource book.
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Teach students about scales and tonality. MM Fa 1. Define scale. A la puerta del cielo (At the Gate of • Reinforce the concept of melody based Heaven) on a scale through listening, singing, • Resource Book pp. D-6, E-8 moving, playing instruments. • Reading Sequence 7 • Half and Whole Steps 2. Guide students to recognize the major Da Pacem, Domine (Grant Us Peace) scale and read melodies in major keys. • Resource Book p. E-9 • Review or teach the new pitches, Fa and • Reading Sequence 8 Ti to complete the diatonic scale • Use strategies from the Pentatone section Low Ti above. All Through the Night • Teach the musical alphabet • Resource Book D-12/13, E-12 • Substitute letter names for solfege • Reading Sequence 11 syllables I Love the Mountains • Sing scale songs and/or play scales on Blowin’ in the Wind classroom instruments Dundai (La Minor) • Guide students to recognize the home • Resource Book pp. D-14/15, tone (Do). E-13 • Introduce the concept of key signatures, • Reading Sequence 12 sharps, and flats Diatonic Major Scale 3. Guide students to recognize the minor Las velitas (Candles Burning Bright) scale and read melodies in minor keys • Resource Book pp. D-20/21, • Use solfege syllables La to La—La as E-16 the home tone. • Reading Sequence 15 • Use letter names De Colores • Use strategies from major scales above Tzena, Tzena • Compare the sound of major and minor. Star Spangled Banner Discuss words to describe the feelings America, the Beautiful created by the different scales. The Ash Grove
4. Practice reading/writing melodies in Natural Minor Scale major and minor keys written with standard Johnny Has Gone for a Soldier staff notation and sing or play them. • Resource Book pp. D-24/25, • Use strategies for practice under E-20 pentatone above. • Reading Sequence 19 • Change a major song to minor and sing Old Abram Brown or play it for the class. Erie Canal Pat Works on the Railway
Harmonic Minor Scale Go Down, Moses • Resource Book, D-26/27, E-21 • Reading Sequence 20 Que Bonita Bandera
AIG: Music Grade 5, Module 2 Page 11 of 13 STM Fa When the Saints Go Marching In Joyful, Joyful, We Adore Thee Listening Symphony #9 (Beethoven) New Year Carol
Low Ti En la feria de San Juan Everybody Loves Saturday Night To Music
Diatonic Major Scale Simple Gifts To Music Song of Peace Listening: Finlandia (Sibelius) America, the Beautiful Down the River Tzena, Tzena Star Spangled Banner
Natural Minor Scale Old Abram Brown Erie Canal Pat Works on the Railway Sail Away Kalinka
Optional extension: • Show students different kinds of music notation. (early notation, percussion notation, scores etc.) • Discuss the development of notation and if students have other ideas for how to notate melody. Suggested Preparation for Final Assessment Project • Select a few short, simple songs or parts of songs for students to sight-sing from standard notation, and remove the words. • Practice a few as a whole class o Use charts, projector, or board to display the selection for the class o As a class, write the solfege above the notes o Clap and say the rhythm o Sing the melody with solfege syllables, with correct rhythm • Divide the class into small groups or assign partners. • Give each group a simple song or part of a song written in standard staff notation. Ask students to do follow the same procedure to decode and practice the melody. • Perform the song for your class with your partner or group.
AIG: Music Grade 5, Module 2 Page 12 of 13 3. (OPTIONAL EXTENSION) COMPOSING: We can use our understanding of rhythm and pitch to write melody SUGGESTED STEPS Sources: (5th Grade Books, unless otherwise stated) MM=Making Music: 2008 California Edition, STM=Share the Music FOCUS SOURCE SONGS/ACTIVITIES Write a pentatone melody for a poem MM Poetry and Lessons • Autumn Canon-(Sean Deibler) 1. Explore poetry of various types. • Autumn Fires-(R. L. • Explore and read poems or haiku’s as a Stevenson) class. • Define the type of poem or haiku and Songs describe its characteristics. Rocky Top (Verse only) Da Pacem Domine 2. Create a melody for a poem as a class. STM Poetry and Lessons • Select a short poem or haiku. Clap the • Listening to the Nightingale rhythm of the words as you say it. (K. Tsurayuki) • Assign a pentatone pitch to each • As I Row (F. Tadamichi) syllable. • Celebration (A. Lopez) • Play the tune on melodic instruments. • Snow (S. Shonāgon) • Sing the tune with the words • Song of the Skyloom –(from Songs of the Tewa) 3. In small groups, create your own • Haiku, TE p. 244 composition. • Divide the class into small groups, and Songs guide each group to select or write a Li’l Liza Jane poem or haiku. (See Reference Section, Trampin’ Haiku) Chan mali chan (measures 1-16) • Notate the rhythm of the haiku. • Students assign a pentatone pitch to each syllable and practice the melody. • Play the melody for the class. • Notate the melody in standard melodic notation.
4. Guide students in creative participation activities where students generate original works of art with their haiku melodies such as: • Students combine their melodies and perform them in different ways. • Students create Orff arrangements • Students add various background sounds.
5. Discuss how using music notation helps us to grow in our music skills.
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